Hva trenger tolkestudenten for å lære?
2014 (Norwegian)In: Fleks: Scandinavian Journal of Intercultural Theory and Practice, ISSN 1894-5988, Vol. 2, no 2, 1-14 p.Article in journal (Refereed) Published
Students of public service interpreting come from a variety of backgrounds. A typical groupof interpreting students includes a mix of students from different immigrant communitiesand from Norway’s majority population group, as well as students from varied educationalbackgrounds. Students have also had varying private and professional experiences withinterpreting. This heterogeneity represents a challenge for teachers attempting to create alevel playing field for all students, but it is also an asset for students, for instance because itcreates communities of learning (Bielaczyc and Collins 1999). Furthermore, in theinterpreter training field there is a lively methodological and didactic discussion, often withevidence-based pedagogical papers (Napier 2013). There are, however, fewer publicationson general pedagogical approaches to interpreter training (Sawyer 2004 and Gile 2009being important exceptions). This article looks at interpreter training in Norway anddiscusses the pedagogical approach it represents. The aim is to suggest how a level playingfield in interpreter training can be created from a pedagogical and methodologicalperspective using common higher education methodologies such as critical incidenttechnique (Chell 2004), constructive alignment (Biggs 2003) and experiential learning (Kolb1984), several of which are already in use in interpreter training in Norway.
Place, publisher, year, edition, pages
2014. Vol. 2, no 2, 1-14 p.
public service interpreter training, interpreter training, context based knowledge, constructive alignment, experiential learning, genre pedagogy, communities of learning, critical-incident technique
Languages and Literature
Research subject Translation Studies
IdentifiersURN: urn:nbn:se:su:diva-110067OAI: oai:DiVA.org:su-110067DiVA: diva2:768962